# Displaying items by tag: Form 2

Thursday, 27 May 2021 06:36

## Physics Form 2 Lesson Plans Term 3 ( Week 5 -10)

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: PHYSICS                  TOPIC: FLUID FLOW

SUB-TOPIC: BERNOULLI'S EFFECT              WEEK:  5                                    LESSON NUMBER:1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-State and explain Bernoulli’s effect/principle.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION State the Bernoulli’s effect Listening and taking short notes. Exercise books. Chalk/white board. Secondary physics KLB students book 2 page 215-221 30 MINUTES BODY DEVELOPMENT State and explain Bernoulli’s effect/principle. -Illustrating Bernoulli’s effect by experiments Paper funnel Plane paper Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: PHYSICS                  TOPIC: FLUID FLOW

SUB-TOPIC: APPLICATIONS OF BERNOULLI'S PRINCIPLE              WEEK:                                      LESSON NUMBER: 2&3

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe how the Bernoulli’s effect is applied.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Highlight places where bernoulli’s principle is applied. Listening and taking short notes. Exercise books. Chalk/white board. Secondary physics KLB students book 2 page 221-231 60 MINUTES BODY DEVELOPMENT Describe how the Bernoulli’s effect is applied. -Describing the application of Bernoulli’s principle. Bunsen burner. Secondary physics KLB students book 2 page 221-231 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Secondary physics KLB students book 2 page 221-231

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: PHYSICS                  TOPIC: FLUID FLOW

SUB-TOPIC:   THE CAR CARBURETOR             WEEK:  5                                    LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe the working of the car carburetor.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain what a car carburetor is. Listening and taking short notes. Exercise books. Chalk/white board. KLB students book 2 pages 232-233. 30 MINUTES BODY DEVELOPMENT Describe the working of the car carburetor. -Explanation on how the Bernoulli’s principle is applied on a carburetor. A car carburetor. KLB students book 2 pages 232-233. 5 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. KLB students book 2 pages 232-233.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: PHYSICS                  TOPIC: FLUID FLOW

SUB-TOPIC: HORIZONTAL PIPES              WEEK:  6                                    LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe how a horizontal pipe uses the Bernoulli’s effect to work.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain what a horizontal pipe is. Listening and taking short notes. Exercise books. Chalk/white board. KLB students book 2 pages 234-235. 30 MINUTES BODY DEVELOPMENT   Describe how a horizontal pipe uses the Bernoulli’s effect to work. -Discussion. Demonstration. Notes taking. Horizontal pipe. KLB students book 2 pages 234-235. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. KLB students book 2 pages 234-235.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: PHYSICS                  TOPIC: FLUID FLOW

SUB-TOPIC: DYNAMIC LIFT              WEEK: 6                                    LESSON NUMBER: 2& 3

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe how dynamic lift is related to the Bernoulli’s principle.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Explain what dynamic lift is. Listening and taking short notes. Exercise books. Chalk/white board. KLB students book 2 pages 235-236. 60 MINUTES BODY DEVELOPMENT Describe how dynamic lift is related to the Bernoulli’s principle. -Listening and taking short notes. Bunsen burner. KLB students book 2 pages 235-236. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. KLB students book 2 pages 235-236.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: PHYSICS                  TOPIC: FLUID FLOW

SUB-TOPIC: DANGERS OF THE BERNOULLI'S EFFECT               WEEK: 6                                     LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe how Bernoulli’s Principle is dangerous.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain the dangers of the effects of the Bernoulli’s principle. Listening and taking short notes. Exercise books. Chalk/white board. KLB students book 2 pages 236-237. 30 MINUTES BODY DEVELOPMENT Describe how Bernoulli’s Principle is dangerous. -Listening and taking short notes. Exercise books. Chalk/white board. KLB students book 2 pages 236-237. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. KLB students book 2 pages 236-237.

SELF EVALUATION: ________________________________________________________________________________________________________________

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Week 7-10 revision and end of year exams

Published in Form 2 Lesson Plans
Tagged under
Wednesday, 26 May 2021 13:24

## Chemistry Form 2 Lesson Plans ( Week 5-10) Term 3

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                   TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: ALLOTROPY                WEEK:  5                                     LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Define allotropes and allotropy.

-Identify allotropes of carbon.

-Represent diamond and graphite diagrammatically.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION -Define allotropy. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG. 131-133. 30 MINUTES BODY DEVELOPMENT -Define allotropes and allotropy. -Identify allotropes of carbon. -Represent diamond and graphite diagrammatically. -Teacher explains new terms. -Review covalent bond. -Discuss boding in diamond and graphite. KLB BK 2 PG. 131-133. 5 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG. 131-133.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                   TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: PHYSICAL AND CHEMICAL PROPERTIES OF DIAMOND, GRAPHITE AND AMORPHOUS CARBON      WEEK: 5               LESSON NUMBER: 2

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION -Give examples of substances made of diamond, graphite and amorphous carbon. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG. 131-133. 30 MINUTES BODY DEVELOPMENT -Describe physical and chemical properties of diamond, graphite and amorphous carbon. -State uses of carbon allotropes. -Discuss physical and chemical properties of diamond, graphite and amorphous carbon. -Explain the Physical and chemical properties of diamond, graphite and amorphous carbon. -Discuss uses of carbon allotropes. -Charcoal, graphite. KLB BK 2 PG. 131-133. 5 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG. 131-133.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: BURNING CARBON IN OXYGEN                WEEK: 5                                      LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe reaction of carbon with oxygen.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION -Give the products of burning carbon in oxygen. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG. 134-135. 60 MINUTES BODY DEVELOPMENT -Describe reaction of carbon with oxygen. -Teacher demonstration- Prepare oxygen and pass dry oxygen into a tube containing carbon. Heat the carbon. Observe effects on limewater. -Carbon, limewater, tube, limewater stand& Bunsen burner. KLB BK 2 PG. 134-135. 10 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG. 134-135.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY               TOPIC: CARBON AND SOME ITS COMPUND

SUB-TOPIC: REDUCTION PROPERTIES OF CARBON                WEEK:   6                                   LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe reduction properties of carbon.

-Show reduction properties of carbon.

-Describe reaction of carbon with acids.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION  -Define reduction. -Taking short notes. -Exercise books. -Chalk/white board. -KLB BK 2 PG.126 30 MINUTES BODY DEVELOPMENT -Describe reduction properties of carbon. -Show reduction properties of carbon. -Describe reaction of carbon with acids. -Teacher demonstration – Burn strongly a mixture of carbon and CuO on a bottle top. -Observe colour changes and give underlying explanation -Teacher demonstration- reaction of carbon with hot conc HNO3. Write balanced equations for the reaction. -CuO, pounded charcoal, Bunsen burner& bottle top -Conc. HNO3, limewater. -KLB BK 2 PG.126 5 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. -KLB BK 2 PG.126

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: PREPARATION AND PROPERTIES OF CARBON (IV) OXIDE               WEEK:  6                                   LESSON NUMBER: 2

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Prepare CO2 in the lab.

-Describe properties of CO2.

-Write balanced equations for the reactions involving CO2.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION  -Set up the apparatus. -Taking short notes. -Exercise books. -Chalk/white board. -KLB BK 2 PG. 138-139 30 MINUTES BODY DEVELOPMENT   -Prepare CO2 in the lab. -Describe properties of CO2. -Write balanced equations for the reactions involving CO2. -Review effects of heat on carbonates. Group experiments/teacher demonstration- preparation of CO2.   -Simple experiments to determine properties of CO2. -Give examples of reactions. Write corresponding balanced chemical equations. KLB BK 2 PG. 138-139 5 MINUTES CONCLUSION - Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG. 138-139

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: USES OF CARBON (IV) OXIDE                WEEK:  6                                     LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-State and discuss the uses of CO2.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION  -Highlight some of the uses of carbon (iv) oxide. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG. 140-1 60 MINUTES BODY DEVELOPMENT  State and discuss the uses of CO2. -Discuss the uses of CO2. KLB BK 2 PG. 140-1 10 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG. 140-1

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: PREPARATION AND CHEMICAL PROPERTIES OF CARBON MONOXIDE               WEEK: 7                                      LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe preparation of carbon monoxide in the lab.

-Describe chemical properties of carbon monoxide.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION -Set up the apparatus. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG. 142-145. 30 MINUTES BODY DEVELOPMENT -Describe preparation of carbon monoxide in the lab. -Describe chemical properties of carbon monoxide. -Teacher demonstration: preparation of carbon monoxide in the lab. -Make observations.   -Description of properties of carbon monoxide. -Discussion and writing of chemical equations. KLB BK 2 PG. 142-145. 5 MINUTES CONCLUSION  -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG. 142-145.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: CARBONATES AND HYDROGEN CARBONATES               WEEK:  7                                     LESSON NUMBER: 2

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-State the difference between carbonates and hydrogen carbonates.

-Describe chemical reactions of carbonates and hydrogen carbonates with acids

-Write chemical equations for reactions of carbonates and hydrogen carbonates with acids.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION  -Distinguish between carbonates and hydrogen carbonates. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG.148-149 30 MINUTES BODY DEVELOPMENT -State the difference between carbonates and hydrogen carbonates. -Describe chemical reactions of carbonates and hydrogen carbonates with acids -Write chemical equations for reactions of carbonates and hydrogen carbonates with acids. -Observe reactions of carbonates of Ca, Cu, Zn, NaHCO3 with HCl, HNO3, and H2SO4.  -Record observations in a table. -Discuss the observations above. Write chemical equations for the reactions. Carbonates of Ca, Cu, Zn, NaHCO3 with HCl, HNO3, and H2SO4. KLB BK 2 PG.148-149 5 MINUTES CONCLUSION  -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG.148-149

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: HEATING CARBONATES AND HYDROGEN CARBONATES               WEEK:  7                                     LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION -Assemble the apparatus. Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG 150-151 60 MINUTES BODY DEVELOPMENT -Investigate reactions of carbonates and hydrogen carbonates on heating. -Write equations for reaction of carbonates and hydrogen carbonates on heating -Heat the above carbonates and record observations in a table. -Discuss the above observations. -Write corresponding balanced equations -Various carbonates and hydrogen carbonates. KLB BK 2 PG 150-151 10 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG 150-151

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: EXTRACTION OF SODIUM CRABONATE FROM TRONA              WEEK:   8                                    LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Draw schematic diagram for extraction of sodium carbonates.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION  -Explain what trona is. -Taking short notes. -Exercise books. -Chalk/white board KLB BK 2 PG 153-157 30 MINUTES BODY DEVELOPMENT  -Draw schematic diagram for extraction of sodium carbonates. -Discuss each step of the process. -Write relevant equations. KLB BK 2 PG 153-157 5 MINUTES CONCLUSION  -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG 153-157

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: SOLVAY PROCESS OF PREPARATION OF SODIUM CARBONATE               WEEK:   8                                   LESSON NUMBER: 2

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Draw schematic diagram for extraction of sodium carbonates.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION  -Explain the meaning of the Solvay process. -Taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG 157. 30 MINUTES BODY DEVELOPMENT  -Draw schematic diagram for extraction of sodium carbonates. -Discuss each step of the process.  -Write relevant equations. KLB BK 2 PG 157. 5 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board KLB BK 2 PG 157.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: IMPORTANCE OF CARBON AND ITS EFECTS ON THE ENVIRONMENT                WEEK:  8                                     LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Discuss: - Importance of carbon in nature.

-Effects of carbon on the environment.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION -Ask probing questions. -Taking short notes. -Exercise books. -Chalk/white board. KLB BK 2 PG 157-158 60 MINUTES BODY DEVELOPMENT  -Discuss: - Importance of carbon in nature. & -Effects of carbon on the environment. -Discuss the carbon cycle and processes that increase/ reduce amount of CO2 in the air. -Uses of CO2 in soft drinks and fire extinguishers. KLB BK 2 PG 157-158 10 MINUTES CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Exercise books. -Chalk/white board. KLB BK 2 PG 157-158

SELF EVALUATION: ________________________________________________________________________________________________________________

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WEEK 9 – 10 REVISION AND END YEAR EXAM.

Published in Form 2 Lesson Plans
Tagged under
Wednesday, 26 May 2021 12:27

## Chemistry Form 2 Lesson Plans Term 3 ( Week 1-4)

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________    TERM: ____________________       YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________   SUBJECT: CHEMISTRY                     TOPIC: SALTS

SUB-TOPIC: SOLUBILITY OF SALTS IN WATER                   WEEK: 1                                         LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Test solubility of various salts in cold water/warm water.

-Test solubility of various bases in water.

-Carry out litmus test on the resulting solutions.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Define solubility. Listening and taking short notes. Exercise books. Chalk/white board KLB BK 2 PG. 92-95 30 MINUTES BODY DEVELOPMENT -Test solubility of various salts in cold water/warm water. -Test solubility of various bases in water. -Carry out litmus test on the resulting solutions. Class experiments- Dissolve salts in 5ml of water. Record the solubility in a table, Carry out litmus tests. Discuss the results. Sulphates, chlorides, nitrates, carbonates of various metals. Oxides, hydroxides, of various metals, litmus papers KLB BK 2 PG. 92-95 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 92-95

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT:  CHEMISTRY                     TOPIC: SALTS

SUB-TOPIC:  METHODS OF PREPARING SALTS                  WEEK: 1                                         LESSON NUMBER: 2 &3

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe various methods of preparing some salts.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Highlight some of the methods used to prepare salts. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 95 -104. 60 MINUTES BODY DEVELOPMENT -Describe various methods of preparing some salts. -Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2. CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3. KLB BK 2 PG. 95 -104. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 95 -104.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                      TOPIC: SALTS

SUB-TOPIC: DIRECT SYNTHESIS OF A SALT                       WEEK:1                                       LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe direct synthesis of a salt.

-Write balanced equations for the reactions.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain the meaning of direct synthesis of a salt. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG.104 30 MINUTES BODY DEVELOPMENT -Describe direct synthesis of a salt. -Write balanced equations for the reactions. -Group experiments- preparation of iron (II) sulphide by direct synthesis. Give other examples of salts prepared by direct synthesis. Students write down corresponding balanced equations. Iron, Sulphur KLB BK 2 PG.104 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG.104

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT:  CHEMISTRY                       TOPIC: SALTS

SUB-TOPIC: EFFECTS OF HEAT ON METAL CARBONATES, NITRATES AND SULPHATES             WEEK:  2                               LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-state effects of heat on carbonates.

-Predict products resulting from heating metal carbonates.

-State effects of heat on nitrates.

-Predict products resulting from heating metal nitrates.

-State effects of heat on sulphates.

-Predict products results from heating metal sulphates.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Highlight some metal carbonates, nitrates and sulphates. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 108-111. 30 MINUTES BODY DEVELOPMENT -state effects of heat on carbonates. -Predict products resulting from heating metal carbonates. -State effects of heat on nitrates. -Predict products resulting from heating metal nitrates. -State effects of heat on sulphates. -Predict products results from heating metal sulphates. -Group experiments- To investigate effects of heat on Na2CO3, K2CO3, CaCO3, ZnCO3, PbCO3, e.t.c. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Group experiments- To investigate effects of heat on various metal nitrates. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Group experiments- To investigate effects of heat on various sulphates. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Various carbonates. -Common metal nitrates. -Common sulphates. KLB BK 2 PG. 108-111. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books.Chalk/white board KLB BK 2 PG. 108-111.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                       TOPIC: SALTS

SUB-TOPIC: HYGROSCOPY, DELIQUESCENCE AND EFFLORESCENCE               WEEK: 2                                          LESSON NUMBER: 2 & 3

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Explain the meaning of hygroscopy, deliquescence and efflorescence. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG 114. 60 MINUTES BODY DEVELOPMENT -Define hygroscopic deliquescent and efflorescent salts. -Give examples of hygroscopic deliquescent and efflorescent salts. Prepare samples of various salts. Expose them to the atmosphere overnight. Students classify the salts as hygroscopic, deliquescent and / or efflorescent. Samples of various salts. KLB BK 2 PG 114. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG 114.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                       TOPIC: SALTS

SUB-TOPIC: USE OF SALTS                           WEEK: 2                                          LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-State uses of salts

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Highlight some of the uses of salts. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 114 30 MINUTES BODY DEVELOPMENT-State uses of salts Teacher elucidates uses of salts. KLB BK 2 PG. 114 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 114

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT:  CHEMISTRY                     TOPIC: EFFECT OF ELECTRIC CURRENTS ON SUBSTANCES

SUB-TOPIC:  ELECTRICAL CONDUCTIVITY                          WEEK: 3                                         LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Test for electrical conductivities of substances.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Define electrical conductivity. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 118-119. 30 MINUTES BODY DEVELOPMENT -Test for electrical conductivities of substances. Group experiments- to identify conductors and non-conductors. Explain the difference in (non) conductivities. Various solids, bulb, battery,  & wires. KLB BK 2 PG. 118-119. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions Exercise books. Chalk/white board. KLB BK 2 PG. 118-119.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT:CHEMISTRY                     TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES

SUB-TOPIC: ELECTROLYSIS AND MOLTEN ELECTROLYTES            WEEK:  3                                        LESSON NUMBER: 2 & 3

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Test for electrical conductivities molten electrolytes.

-Define electrolysis.

-Describe the process of electrolysis in terms of charge movement.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Assemble apparatus for electrolysis. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 120 -121. 60 MINUTES BODY DEVELOPMENT -Test for electrical conductivities molten electrolytes. -Define electrolysis -Describe the process of electrolysis in terms of charge movement. -Group experiments- to identify electrolytes in molten form. Explain the difference in molten electrolytes.  -Descriptive approach punctuated with Q/A. Molten candle wax Sugar Sulphur Lead oxide. KLB BK 2 PG. 120 -121. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 120 -121.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                   TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES

SUB-TOPIC: AQUEOUS ELECTROLYTES AND ELECTRODES                    WEEK: 3                                         LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Define an electrolyte

-Test for electrical conductivities of electrodes.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Assemble apparatus for electrolysis. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 120 -121. 60 MINUTES BODY DEVELOPMENT -Test for electrical conductivities molten electrolytes. -Define electrolysis -Describe the process of electrolysis in terms of charge movement. -Group experiments- to identify electrolytes in molten form. Explain the difference in molten electrolytes.   -Descriptive approach punctuated with Q/A. Molten candle wax Sugar Sulphur Lead oxide. KLB BK 2 PG. 120 -121. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 120 -121.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                    TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES

SUB-TOPIC: AQUEUOS ELECTROLYTES AND ELECTRODES              WEEK: 3                                         LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Define an electrolyte

-Test for electrical conductivities of electrodes.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain the difference between   an electrolyte and an electrode. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 122 -123. 30 MINUTES BODY DEVELOPMENT -Define an electrolyte -Test for electrical conductivities of electrodes. To investigate chemical effect of an electric current. Classify the solutions as electrolyte or non -electrolytes. Discuss the electrical properties of the solution Graphite electrodes Battery Various aqueous solutions switch bulb. KLB BK 2 PG. 122 -123. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 122 -123.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                     TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON A SUBSTANCE

SUB-TOPIC: REACTION ON ELECTRODES                           WEEK:  4                                        LESSON NUMBER: 1

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-Describe half- equation reactions at the cathode and anode.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain the meaning of anode and cathode. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 126 -127. 30 MINUTES BODY DEVELOPMENT -Describe half- equation reactions at the cathode and anode. -Demonstrate –Electrolysis of molten lead (II) bromide -Observe color changes -Explanation of half-equations and reactions at the electrodes. Graphite electrodes Battery Various aqueous solutions switch. KLB BK 2 PG. 126 -127. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 126 -127.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                      TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES

SUB-TOPIC: BINARY ELECTROLYTE                            WEEK:    4                                      LESSON NUMBER: 2& 3

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Explain the meaning of the term binary electrolyte. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 PG. 127. 60 MINUTES BODY DEVELOPMENT -Define a binary electrolyte. -State the products of a binary electrolyte. Completing a table of electrolysis of binary electrolytes KLB BK 2 PG. 127. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 PG. 127.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  _______________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY                    TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES

SUB-TOPIC: APPLICATION OF ELECTROLYSIS-ELECTROPLATING                           WEEK:  4                                        LESSON NUMBER: 4

DATE: _________________________________________  TIME:____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

-State application of electrolysis.

- Describe electroplating process.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Set up the apparatus to carry out electroplating. Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 2 Pg. 128-130. 30 MINUTES BODY DEVELOPMENT -State application of electrolysis. - Describe electroplating process. Experiment- Left overnight. -Electroplating an iron nail with silver nitrate/ copper sulphate. -Brief discussion. -Discussion and explanations. Silver nitrate Iron nail Complete circuit battery. KLB BK 2 Pg. 128-130. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. Exercise books. Chalk/white board. KLB BK 2 Pg. 128-130.

SELF EVALUATION: ________________________________________________________________________________________________________________

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Published in Form 2 Lesson Plans
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Wednesday, 26 May 2021 11:05

## Biology Form 2 Lesson Plan Term 3 ( Week 1-4) 2020/2021

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: DEFINITION OF TERMS.                               WEEK: 1                                      LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Define the terms stated
• Distinguish between excretion and egestion
• Explain the necessity of excretion in plants and animals

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION  Highlight the terms to be defined -Taking notes. -Exercise books. -Whiteboard. -KLB secondary Biology -Students book 2 Page 83-84 -KLB teachers book 2 pages 49-54 30 MINUTES BODY DEVELOPMENT Define terms stated Distinguish between excretion and egestion Explain the necessity of excretion in plants and animals -Defining excretion, homeostasis and secretion. -Distinguishing between excretion and egestion. -Explaining the necessity of excretion in plants and animals. -Chart showing major terms and their definitions -KLB secondary Biology -Students book 2 Page 83-84 -KLB teachers book 2 pages 49-54 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -KLB secondary Biology -Students book 2 Page 83-84 -KLB teachers book 2 pages 49-54

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: EXCRETION IN PLANTS                                 WEEK: 1                                      LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Describe the methods of excretion in plants.

• List down useful and harmful excretory products in plants.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Outline the excretory products of a plant. -Taking notes. -Exercise books. -Whiteboard. -Comprehensive secondary Biology students Bk. 2 page 86-87. -Teachers bk. 2 pages 58-68. 30 MINUTES BODY DEVELOPMENT Describe the methods of excretion in plants. List down useful and harmful excretory products in plants -Describing the methods of excretion in plants -Listing excretory products in plants -Chart showing excretory products in plants and methods of excretion in plants -Comprehensive secondary Biology students Bk. 2 page 86-87. -Teachers bk. 2 pages 58-68. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. -Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 86-87. -Teachers bk. 2 pages 58-68.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________      YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                        TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: USE OF EXCRETORY PRODUCTS IN PLANTS   WEEK: 1                                        LESSON NUMBER: 3&4

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Identify the uses of excretory products in plants.

• Describe the uses of excretory products in plants.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Review the excretory products in plants. -Questions and answers. -Exercise books and text books. -Comprehensive secondary Biology students Bk. 2 page 88 -Teachers bk. 2 pages 58-68 -KLB secondary Biology Students book 2 Page 84. 60 MINUTES BODY DEVELOPMENT Identify the uses of excretory products in plants. Describe the uses of excretory products in plants. -Identifying  the uses of excretory products in plants -Describing  the uses of excretory products in plants -Chart showing excretory products , sources and their economic importance in plants -Comprehensive secondary Biology students Bk. 2 page 88 -Teachers bk. 2 pages 58-68 -KLB secondary Biology Students book 2 Page 84. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 88 -Teachers bk. 2 pages 58-68 -KLB secondary Biology Students book 2 Page 84.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: EXCRETION AND HOMEOSTASIS IN ANIMALS    WEEK: 2                                     LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Describe excretion and homeostasis in unicellular animals such as amoeba.

• Draw an amoeba.

• Describe excretion in fresh water amoeba.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Give an example of unicellular animal. Notes taking. Exercise books. Whiteboard. -Golden tips biology pages 97-98 30 MINUTES BODY DEVELOPMENT -Describe excretion and homeostasis in unicellular animals such as amoeba. -Draw an amoeba. -Describe excretion in fresh water amoeba. -Describing excretion and homeostasis in unicellular organism such as amoeba. -Drawing of amoeba. -Describing the excretion of water and nitrogenous wastes in amoeba. -Chart showing an amoeba in stages of excreting water and wastes. -KLB secondary Biology Students book 2 Page 84-85 -KLB teachers book 2 pages 49-54 -Longhorn secondary biology: students book 2 page 127-128 -Golden tips biology pages 97-98 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -KLB secondary Biology Students book 2 Page 84-85. -KLB teachers book 2 pages 49-54. -Longhorn secondary biology: students book 2 page 127-128. -Golden tips biology pages 97-98.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: THE HUMAN KIDNEY                                    WEEK: 2                                     LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Examine the kidney of a mammal.

• Draw and label the external structure of a kidney.

• Make a vertical section through the kidney.

• Identify the internal parts of the kidney

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Show the learners a kidney in a chart. Notes taking. Exercise books. Whiteboard. -Longhorn secondary biology: students book 2 pages 132-135. 30 MINUTES BODY DEVELOPMENT -Examine the kidney of a mammal. -Draw and label the external structure of a kidney. -Make a vertical section through the kidney. -Identify the internal parts of the kidney - Examining the kidney. -Making a vertical section and identifying the parts of the kidney. -Drawing the internal structure of the kidney. -Kidney of a mammal -Sharp knife. -Chart showing section of a kidney. -KLB Biology Students book 2 Page 88-92. -KLB teachers book 2 pages 49-54. -Longhorn secondary biology: students book 2 pages 132-135. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Longhorn secondary biology: students book 2 pages 132-135.

SELF EVALUATION: ________________________________________________________________________________________________________________

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TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: FUNCTIONS OF THE NEPHRON                      WEEK: 2                                     LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Draw and label parts of the nephron.

• Relate its structure to its role in urine formation.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Explain what a nephron is. Notes taking. Exercise books. Whiteboard. -Students book 2 Page 90-92 60 MINUTES -Draw and label parts of the nephron. -Relate its structure to its role in urine formation. -Drawing and labeling the nephron. -Discussion on the structure of the nephron in relation to its function. -Chart showing the structure of the nephron. -Comprehensive secondary Biology students Bk. 2 page 92-94 -Teachers bk. 2 pages -KLB secondary Biology 58-68 -Students book 2 Page 90-92 -KLB teachers book 2 pages 49-54 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 92-94 -Teachers bk. 2 pages -KLB secondary Biology 58-68 -Students book 2 Page 90-92 -KLB teachers book 2 pages 49-54

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                        TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: NEURO-ENDOCRINE SYSTEM AND HOMEOSTASIS      WEEK:   3                           LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Identify the hormones involved in Neuro-endocrine system and homeostasis e.g. insulin.

• Explain the process of urine formation in the kidney.

• Describe the role of various hormones in urine formation.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain the meaning of neuro-endocrine system. -Notes taking. -Exercise books. Whiteboard. -Comprehensive secondary Biology students Bk. 2 page 93-94 30 MINUTES BODY DEVELOPMENT -Identify the hormones involved in Neuro-endocrine system and homeostasis e.g. insulin. -Explain the process of urine formation in the kidney. -Describe the role of various hormones in urine formation. -Identifying the hormones involved in Neuro-endocrine system and homeostasis such as insulin, ADH and aldosterone I urine formation -Describing the role of insulin, ADH and aldosterone in urine formation -Diagram of the nephron showing the movement of sodium ions and water -Comprehensive secondary Biology students Bk. 2 page 93-94 -KLB secondary Biology 58-68 -Students book 2 Page 97-100 -KLB teachers book 2 pages 49-54 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 93-94 -KLB secondary Biology 58-68 -Students book 2 Page 97-100 -KLB teachers book 2 pages 49-54

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: GENERAL WORKING OF THE HOMEOSTATIC MECHANISM      WEEK:  3                 LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Describe the components and role of Neuro-endocrine systems

• Distinguish between internal and external environments

• Explain the general working of the homeostatic mechanism.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Review the neuro-endocrine system lesson. -Notes taking. -Exercise books. Whiteboard. -Comprehensive secondary Biology students Bk. 2 page 94-95 -Teachers bk. 2 pages -KLB secondary Biology 58-68 30 MINUTES BODY DEVELOPMENT -Describe the components and role of Neuro-endocrine systems -Distinguish between internal and external environments -Explain the general working of the homeostatic mechanism. -Describing the components and role of the Neuro-endocrine system -Distinguishing between internal  and external environment explaining the general working of the homeostatic mechanism -Flow chart showing homeostatic mechanism, positive and negative feedback -Comprehensive secondary Biology students Bk. 2 page 94-95 -Teachers bk. 2 pages -KLB secondary Biology 58-68 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 94-95 -Teachers bk. 2 pages -KLB secondary Biology 58-68

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: OSMOREGULATION                                      WEEK:     3                                 LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Define osmoregulation

• Describe the role of the kidney in osmoregulation

• Explain the role of hypothalamus in osmoregulation

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION Define osmoregulation. -Notes taking. -Exercise books. Whiteboard. -KLB secondary Biology Students book 2 Page 100-101 -KLB teachers book 2 pages 49-54. -Longhorn secondary biology: students book 2 pages 140-142. 60 MINUTES BODY DEVELOPMENT -Define osmoregulation -Describe the role of the kidney in osmoregulation -Explain the role of hypothalamus in osmoregulation -Defining Osmoregulation. -Describing the role of the kidney in osmoregulation. -Flow chart showing the homeostatic mechanism in regulating osmotic pressure by the kidney -KLB secondary Biology Students book 2 Page 100-101 -KLB teachers book 2 pages 49-54. -Longhorn secondary biology: students book 2 pages 140-142. 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. - KLB secondary Biology Students book 2 Page 100-101 -KLB teachers book 2 pages 49-54. -Longhorn secondary biology: students book 2 pages 140-142.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: COMMON KIDNEY DISEASES                          WEEK:    4                                  LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Explain Diabetes insipidus and other common kidney diseases.

• Describe the causes of Diabetes insipidus and other common kidney diseases

• State possible control/prevention methods of Diabetes insipidus.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Highlight some of the kidney diseases. -Notes taking. -Exercise books. Whiteboard. -Comprehensive secondary Biology students Bk. 2 page 96, 101-102. -Teachers bk. 2 pages 58-68. 30 MINUTES BODY DEVELOPMENT -Explain Diabetes insipidus and other common kidney diseases. -Describe the causes of Diabetes insipidus and other common kidney diseases State possible control/prevention methods of Diabetes insipidus. -Explaining Diabetes insipidus and other common kidney diseases. -Describing the causes of Diabetes insipidus and other common kidney diseases. -Chart showing the diseases, causes, symptoms and control/ prevention methods -Comprehensive secondary Biology students Bk. 2 page 96, 101-102. -Teachers bk. 2 pages 58-68. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 96, 101-102. -Teachers bk. 2 pages 58-68.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: THE HUMAN SKIN                           WEEK: 4                                     LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Draw and label parts of the skin.
• Relate the parts of the skin to their functions.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 5 MINUTES INTRODUCTION Explain to the learners why skin is known to be the largest organ of the body -Notes taking. -Exercise books. Whiteboard -KLB secondary Biology Students book 2 Page 85-87. 30 MINUTES BODY DEVELOPMENT -Draw and label parts of the skin. -Relate the parts of the skin to their functions. -Discussion on the parts of the skin and their functions -Drawing and labeling parts of the skin and relating parts to their functions -Chart showing the section of the skin -Comprehensive secondary Biology students Bk. 2 page 89-90. -Teachers bk. 2 pages 58-68. -KLB secondary Biology Students book 2 Page 85-87. -KLB teachers book 2 pages 49-54. 5 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 89-90. -Teachers bk. 2 pages 58-68. -KLB secondary Biology Students book 2 Page 85-87. -KLB teachers book 2 pages 49-54.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: THE ROLE OF SKIN IN HOMEOSTASIS            WEEK:  4                                    LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:_____________________

OBJECTIVES: By the end of the lesson, the learner should be able to:

• Draw and label parts of the skin.

• Relate the parts of the skin to their functions.

LESSON PRESENTATION

 TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES 10 MINUTES INTRODUCTION State the general roles of the skin. -Notes taking -Exercise books. -Whiteboard. -Comprehensive secondary Biology students Bk. 2 page 98-99 -Teachers bk. 2 pages  58-68 -KLB secondary Biology Students book 2 Page 98-101 60 MINUTES BODY DEVELOPMENT -Distinguish between osmoregulation and thermoregulation. -Describe the role of the skin in osmoregulation. -Describe the role of the skin in thermoregulation. - Distinguishing between osmoregulation and thermoregulation -Describing  the role of the skin in osmoregulation -Describing the role of the skin in thermoregulation -Chart showing diagram of the skin. -Photograph of a section of the skin. -Comprehensive secondary Biology students Bk. 2 page 98-99 -Teachers bk. 2 pages  58-68 -KLB secondary Biology Students book 2 Page 98-101 10 MINUTES CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. Listening and answering questions. -Comprehensive secondary Biology students Bk. 2 page 98-99 -Teachers bk. 2 pages  58-68 -KLB secondary Biology Students book 2 Page 98-101

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

Published in Form 2 Lesson Plans
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Friday, 21 May 2021 08:40

## KLB Form 2 History Schemes of Work Term 3 2020/2021

 SCHEMES OF WORK      FORM 2 HISTORY         TERM 3 2020/2021 WK NO L/NO TOPIC/SUBTOPIC LESSON/SPECIFIC OBJECTIVES TEACHING/LEARNING ACTIVITIES MATERIAL/RESOURCES REF. REMARKS 1 1 CONSTITUTION & CONSTITUTION MAKING.Written Constitution State features of written Constitution.State advantages and disadvantages of a written Constitution. Q/A and Brief discussion. Extract of the Constitution. KLB BK IIPgs. 125-6 2 Features of unwritten Constitution. State features of an unwritten.Identify documents from which the United Kingdom drew its Constitution.State advantages and disadvantages of an unwritten Constitution. Probing questions;Brief discussion. KLB BK IIPgs. 126-7 3 A good Constitution. Identify characteristics of a good constitution. Oral questions and brief discussion. KLB BK IIPgs. 127 2 1 The Constitution of Kenya at independence Outline the process of developing the Constitution of Kenya at independence. Exposition & detailed discussion. KLB BK IIPgs. 128 2 Aspects of the Constitution of Kenya at Independence. Identify aspects of constitution of Kenya at independence. Exposition: Aspects of Constitution of Kenya at independence KLB BK IIPgs. 128-9 3 Aspects of the Constitution of Kenya at Independence.(continued) Identify aspects of constitution of Kenya at independence. Exposition: Aspects of Constitution of Kenya at independence KLB BK IIPgs. 128-9 3 1,2 The Kenya Constitution making process. Trace and describe the constitution making process. Discussion marked by probing questions.Flow chart: constitution-making process KLB BK IIPgs. 129-131 3 New developments in Constitution making process (after repeal of section 2A in 1991). Trace and describe new developments in constitution making process Probing questionsDiscussion. Extracts of the constitution. KLB BK IIPgs. 1 4 1 New developments in Constitution making process (after repeal of section 2A in 1991). (Continued) Trace and describe new developments in constitution making process Probing questionsDiscussion. Extracts of the constitution. KLB BK IIPgs. 129-131 2,3 Features of the current Kenyan Constitution. Describe the Features of the current Kenyan Constitution. Detailed discussion, group work & assignments. KLB BK IIPgs. 131-3 5 1-2 Constitution Amendments since independence. Define the term constitution amendment.Outline the major Constitutional amendments since Independence. Exposition, discussion group work & Assignment. KLB BK IIPgs. 133-9 3 C.A.T 6 1 DEMOCRACY AND HUMAN RIGHTS. Meaning of Democracy. Direct Democracy. Define the term democracy. Define the term pure/direct democracy.Identify forms of direct democracy. Q/A: Definition. Discussion: types of democracy.Exposition of new terms such as referendum, plescite, etc. KLB BK IIPgs. 140-1 2 Indirect/ Representative Democracy. Outline the essentials of representative democracy. Q/A: meaning of Indirect /Representative Democracy.Exposition: essentials of Indirect /Representative Democracy. KLB BK IIPgs. 141-2 3 Principles of democracy. Explain factors necessary for democracy to flourish. Probing questions;Exposition;Discussion. KLB BK IIPgs. 142-143 7 1 Principles of democracy.(continued) Explain factors necessary for democracy to flourish. Probing questions;Exposition;Discussion. KLB BK IIPgs. 143-4 2-3 MID-TERM BREAK 8 1 Definition of Human rights. Define human rights, fundamental human rights and civil liberties. Q/A: teacher elicits definitions. Discussion: grouping human rights into political and civil rights/civil liberties. Newspaper cuttings on human rights.Extract of the constitution on human rights. KLB BK IIPgs. 145-6 2 The Bill of Rights. Identify Rights outlined in the Bill of Rights. Q/A: Review the Bill of Rights and the Rights outlined in the Bill. KLB BK IIPgs. 146-8 3 The United Nations charter on Human Rights. Identify principles outlined in UN conference in 1947. Exposition and brief discussion. KLB BK IIPgs. 148-150 9 1 The Universal Declaration of Human Rights. Highlight contents of the Universal Declaration of Human Rights. Exposition and brief discussion. KLB BK IIPgs. 150 2 Economic, Social & Cultural Rights Substantiate provision of economic, social & cultural Rights. Q/A & Discussion. KLB BK IIPgs. 150 3 Civil and Political Rights Describe civil and political Rights. Brief discussion. KLB BK IIPgs. 151 10 1-3 The UN Convention on rights of a Child. Outline Rights that children are entitled to. Q/A & detailed discussion on children’s Rights. Newspaper, extracts on Human Rights / Rights of a child. KLB BK IIPgs. 151-5 11 1,2 The Rights of a Child in Kenya. Identify legal provisions that safeguard children's Rights in Kenya Q/A: review UN Convention on Rights of the child.Brief discussion. KLB BK IIPgs. 155-6 3 Classification of Human Rights. Classify Human Rights. Tabulate Human Rights. Brief discussion. KLB BK IIPgs. 156-7 12,13 SUMMATIVE ASSESSMENT TEST
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Friday, 21 May 2021 07:48

## Longhorn Form 2 Computer Studies Schemes of Work Term 3 2020/2021

 SCHEMES OF WORK      FORM 2  COMPUTER STUDIES       T ERM 3 2020/2021 WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 Reporting from home and settling for the third term work 2 1 INTERNET AND E-MAIL By the end of the lesson, the learner should be able to Define the term internet Explain the development of internet Q/A discussion Demonstration Observation Internet Text book Working Computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 168-169 2-3 IMPORTANCE OF THE INTERNET By the end of the lesson, the learner should be able to Explain the importance of the internet Q/A demonstration practical Handouts Books Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 266-275 3 1 INTERNET CONNECTIVITY By the end of the lesson, the learner should be able to Define the internet connectivity Explain elements of IC Q/A Demonstration Practical Handouts Books Modem S/W Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 273-276 2-3 INTERNET SERVICES By the end of the lesson, the learner should be able to Explain the internet services Q/A Demonstration Practical Letters Cards Books computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 273-276 4 1 ACCESSING INTERNET By the end of the lesson, the learner should be able to Log in/Sign in Surf/browse Q/A Demonstration Practical Web pages Books Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 279 2-3 HYPERLINKS AND SEARCH ENGINES By the end of the lesson, the learner should be able to Define the term search engine Use search engines Q/A Demonstration Practical Letters Card Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 177-179 5 1 ELECRTONIC MAIL By the end of the lesson, the learner should be able to Explain the term e-mail Discuss the use of email s/w Q/A Demonstration Practical Handouts Books Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 178-180 2-3 E-MAIL By the end of the lesson, the learner should be able to State the e-mail facilities Compose mails Check mails Q/A Demonstration Practical Books Web pages Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 30-37 6 1 E-MAIL By the end of the lesson, the learner should be able to Manipulate an e-mail Q/A Demonstration Practical Handouts Books Web pages Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 180 2-3 SET-UP By the end of the lesson, the learner should be able to Fax e-mail Attach files Q/A Demonstration Practical Websites Web pages Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 181-182 7 1 TEL MESSAGING By the end of the lesson, the learner should be able to Explain the term Tel messaging Develop contact management Q/A Demonstration Practical Handouts Web pages Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 181-182 2-3 EMERGING ISSUES By the end of the lesson, the learner should be able to Explain the emerging issues Search for the emerging issues in the net Q/A Demonstration Practical Websites Web pages Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 182-183 8 1 GRAPHICS By the end of the lesson, the learner should be able to Define the term graphic Insert/edit graphics Q/A Demonstration Practical Websites Web pages Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 44-49 2-3 G.DATA SECURITY AND CONTROLS By the end of the lesson, the learner should be able to Define the term data security Identify security threats on ICT Q/A Demonstration Practical Books Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 185-186 9 1 CONTROL MEASURES By the end of the lesson, the learner should be able to Discuss the control measures on ICT Q/A discussion Internet Books Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 186-188 2-3 COMPUTER CRIMES By the end of the lesson, the learner should be able to Define the term computer crimes Explain the computer crimes Q/A Demonstration Practical Books Internet Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 188-189 10 1 ICT PROTECTION By the end of the lesson, the learner should be able to Discuss ICT protection measures Q/A Demonstration Practical Books Internet Handouts Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 190-193 2-3 LAWS OF ICT By the end of the lesson, the learner should be able to Define the terms ethics Explain the ethical issues Q/A Demonstration Practical Books Internet Handouts Working computer Computer studies by S.John Onunga page 327-328 11 1 ICT LEGISLATION By the end of the lesson,  the learner should be able to Discuss ICT laws Q/A discussion Computer studies by S.John Onunga page 328-331 2-3 WORKSHEET FORMATTING By the end of the lesson, the earner should be able to Format a w/sheet: text, numbers, rows, columns and global Q/A Demonstration Practical Books Handouts Working computer Longhorn Computer studies Secondary. S.Mburu, G. Chemwa page 190-193 SCHOOL CLOSES END OF YEAR
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Friday, 21 May 2021 06:57

## Inventor KLB Form 2 Business Education Schemes of Work Term 3 2020/2021

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Thursday, 20 May 2021 13:32

## KLB Form 2 C.R.E Schemes of Work Term 3 2020/2021

SCHEMES OF WORK     FORM 2  C.R.E    TERM 3 2020/2021
WK NO L/NO TOPIC/SUBTOPIC LESSON/SPECIFIC OBJECTIVES TEACHING/ LEARNING ACTIVITIES RESOURCES REFS REMARKS
1    1 Jesus anticipates His rejection at Jerusalem.

By the end of the lesson, the learner should be able to:
Outline lessons learnt from Jesus anticipated rejection at Jerusalem.

Luke 13:31-35
Discussion: relevance of Jesus’ anticipated rejection to Christians.

The Bible.

KLB  BK II
Pages 113-4

2

## Jesus heals a sick man on a Sabbath.     &The parable of the great feast.

Relate Jesus’ healing on a Sabbath to Christian life.
Outline the role of the poor and underprivileged in the kingdom of God.

Luke 14:1-5, 15-24
Discussion.

The Bible. KLB  BK II
Pages 114-5

3

Retrieving the lost.

Narrate parables relating to retrieving the lost.

Luke 14:4-7, 8-10,
15: 11-32
Narrations & inferences.
Assignment.

The Bible. KLB  BK II
Pages 117-9

2

1

The parable of the lost son.

Explain the relevance of the parable of the lost son to Christians.

Luke 115: 11-32
Narrations & inferences.
Assignment.

The Bible. KLB  BK II
Pages 119-121

2

JESUS’ TEACHINGS ON WEALTH & POVERTY.

The parable of the shrewd manager.

Explain the relevance of the parable to Christians.

Bible reading: Luke 16:1-13 and make inferences therefrom.

The Bible. KLB  BK II
Pages 123-4

3 The rich man & Lazarus.

Illustrate social responsibilities that accompany wealth.

Q/A: biblical contexts where the rich and / or the poor are mentioned.
Luke 16:19-31
Discussion.

The Bible. KLB  BK II
Pages 124-6

3    1 Relevance of Jesus’ teaching on wealth and poverty. Explain relevance of Jesus’ teaching on wealth and poverty to Christians.

Probing questions;
Discussion.

KLB  BK II
Pages 126-7

2 The power of faith. Outline the significance of faith to Christian life.

Luke 17:1-37
Detailed discussion.

The Bible.  KLB  BK II
Pages 128-131

3 Persistence in prayer. Identify lessons learnt from parables relating to persistence in prayer.

Luke 18:1-14
Narrations & inferences from the readings.

The Bible.  KLB  BK II
Pages 132-4

4    1 The way of salvation.

Define the term salvation.
Describe the process of salvation.

Q/A:
Luke 18:15-19,19:1-27
Narrations & detailed discussion.

The Bible. KLB  BK II
Pages 134-8

2 Relevance of Jesus' teaching on salvation. Explain the relevance of Jesus’ teaching on salvation to Christians.

Probing questions;
Discussion.

The Bible KLB  BK II
Pages 139-140

3

JESUS TEACHES IN JERUSALEM.

Jesus triumphant entry into Jerusalem.

Explain Jesus’ dramatic and humble ride on a donkey as he entered into Jerusalem.
Outline lessons learnt by Christians from Jesus’ entry into Jerusalem.

Luke 19:28-40
Detailed discussion

The Bible KLB  BK II
Pages 142-5

5    1

The cleansing of the temple.

Explain the significance of Jesus’ weeping over Jerusalem; and cleansing of the temple.
Outline lessons learnt by Christians from the cleansing of the temple.

Luke 19:  41:48,45:49.
Detailed explanations.

The Bible KLB  BK II
Pages 145-7

2

Explain the cause of Jesus’ conflict with leaders.
Outline the significance of Jesus’ authority from God to Christians.

Luke 20:1-8

The Bible KLB  BK II
Pages 147-8

3 The parable of the tenants.

Relate persecution and rejection of Jesus to Christian life.

Luke 9: 18
Q/A: review reasons for Jesus’ use of parables.
Narration of the parable.
Derive teachings from the parable.

The Bible KLB  BK II
Pages 149-150

6    1 Paying of taxes to Caesar. Outline Jesus’ teachings on paying of taxes and the reasons for the teachings.

Luke 9:19-26
Q/A: derive teachings from the bible reading.

The Bible KLB  BK II
Pages 150-1

2 The question about resurrection. Highlight the significance of Jesus’ death and resurrection to Christian life.

Luke9: 27- 40
Explain resurrection as a configuration of life after death.

The Bible KLB  BK II
Pages 151-2

3

Explain the question about Messiah as a key event of resurrection and exaltation of Jesus that will follow His death.

Luke9: 41-44
Oral questions & brief discussion

The Bible KLB  BK II
Page 152

7   1 Jesus warns against the teachers of the Law

Describe the hypocritical and exploitative nature of teachers of the Law.
Explain the position of Christians in safeguarding against the tendency to seek personal recognition.

Luke 9:45-47
Detailed discussion.

The Bible KLB  BK II
Pages 149-150

2 The dignity of the poor.

Appreciate that God’s image is stamped on every human being, rich or poor.

Luke 21:1-4
Q/A: incidences where Jesus identified with the poor and upheld their dignity.
Brief discussion.

The Bible KLB  BK II
Pages 153-4

3          C.A.T
8    1

The prophecy on destruction of the Jerusalem temple.

Destruction of Jerusalem city.

Explain significance of the prophecy on destruction of the Jerusalem temple and destruction of Jerusalem city.

Luke 21:5-6 21:20-24
Exposition & explanations.

The Bible KLB  BK II
Pages 154-5

2 The signs of the end times. Highlight the signs of the end times.

Q/A & discussion.

The Bible  KLB  BK II
Pages 155-6

3 Significance of eschatological teachings. Identify prevalent signs of the end times. Q/A: current signs of end times. The Bible  KLB  BK II
Pages 157-8

9    1

THE PASSION, DEATH & RESURRECTION OF JESUS.

The Last Supper.

Describe the preparation and partaking of the last supper.
Identify the new meaning of the Passover.

Luke 22:14-23
Brief discussion.

The Bible KLB  BK II
Pages 162-3

2 Peter's denial of Jesus predicted. Identify the implications of Peter’s denial of Jesus to Christian life.

Luke 22:31-34
Brief discussion.

The Bible KLB  BK II
Pages 164-5

3 Significance of the Lord’s Supper to Christians. Identify the important role of the Lord’s supper to Christians.

Q/A & explanations.

The Bible KLB  BK II
Page 165

10    1 Prayer on the Mount of Olives. Explain the concept “cup” as referred to by Jesus.

Luke 22:39-46
Q/A: messianic mission.
Discussion: significance of Jesus prayer.

The Bible  KLB  BK II
Page 166

2 The betrayal and arrest of Jesus.

Describe the betrayal and arrest of Jesus.
Suggest why Judas Iscariot betrayed Jesus.
Explain Jesus’ rejection of the role of a political Messiah.
Outline lessons learnt from Judas’ character.

Luke 22:47-53
Q/A & discussion.

The Bible KLB  BK II
Pages 166-7

3 The denial of Jesus by Peter.

Suggest reasons why Peter denied Jesus.
Explain the relevance of Peter’ denial and subsequent repentance to Christians.

Luke 22:54-65
Narration, Q/A & explanations.

The Bible KLB  BK II
Pages 167-8

11    1 The trial of Jesus.

Describe the trial of Jesus before the council of Sanhedrin, Pilate and Herod.
Identify charges leveled against Jesus.

Luke 22:66
23:1-25.
Probing questions to examine validity of the charges leveled against Jesus.
Brief discussion.

The Bible  KLB  BK II
Pages 168-9

2 Pilate's Judgement.

Define treason and blasphemy.
Suggest reasons why Pilate agreed to have Jesus crucified.

Luke 23:13-25
Teacher exposes the meanings.
Discussion:
Jesus’ innocence in spite of the Judgment.

The Bible  KLB  BK II
Page 170

3 Jesus' crucifixion. Describe the crucifixion of Jesus.

Luke 23:26-43
Narrations & inferences from the readings.

The Bible  KLB  BK II
Pages 170-3

12    1 The death and burial of Jesus.

Describe the extraordinary happenings preceding Jesus’ death.
Identify the meanings of darkness and tearing of the curtain.
Recognize the role of women in the resurrection story.

Luke 23:44-56
Narrations & detailed discussion.
Q/A: role of women in Jesus’ ministry, burial and resurrection story.

The Bible  KLB  BK II
Pages 173-5

2 The resurrection of Jesus.

Define the term resurrection.
Discuss testimonies confirmed that Jesus rose bon the third day.
Explain the significance of Jesus’ death and resurrection to Christian life.

Luke 24:1-49
Elaborate discussion: testimony by the women, disciples on the way to Emmaus, appearance of Jesus to disciples.

The Bible  KLB  BK II
Pages 175-8

3 Ascension of Jesus.

Describe Jesus’ ascension.
Outline the significance of Jesus’ ascension to Christians.

Luke 24:50-53
Q/A & Discussion.

The Bible  KLB  BK II
Pages 178-181

SUMMATIVE ASSESSMENT TEST
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Thursday, 20 May 2021 12:08

## KLB Form 2 Geography Schemes of Work Term 3 2020/2021

SCHEMES OF WORK          FORM2 GEOGRAPHY          TERM3 2020/2021
WK NO L/NO TOPIC/SUBTOPIC LESSON/SPECIFIC OBJECTIVES TEACHING/LEARNING ACTIVITIES MATERIALS & RESOURCES REF. REMARKS
1   1,2 KENYA'S CLIMATIC REGIONS (continued)      ITCZ

By the end of the lesson, the leaner should be able to:

Define the term ITCZ.
Explain the effect of shifting of the ITCZ on the climate of a zone.

Exposition of new concepts.

Explanations.

3 Forests & microclimate.

By the end of the lesson, the leaner should be able to:

Define the term microclimate.
Explain the effects of forests on climate of area.

Q/A & discussion. Map of Africa: the ITCZ and prevailing winds

PAGES
75-76

2    1 Description of climate.

By the end of the lesson, the leaner should be able to:

Describe climate using appropriate terminology.

Tables: general terms and the corresponding statistical data.
Exercise: rainfall –temperature graphs.

2

Climate regions of Kenya.
Modified equatorial climate.

By the end of the lesson, the leaner should be able to:

Identify regions that experience Modified equatorial climate.
Describe Modified equatorial climate.

Detailed discussion.

Map of Kenya: climatic regions rainfall-temperature graphs.

PAGES
77-78

3 Tropical climate & tropical Northern climate.

By the end of the lesson, the leaner should be able to:

Describe the modified tropical climate.
Identify regions that experience modified tropical

Detailed discussion.

Map of Kenya: climatic regions rainfall-temperature graphs.

PAGE
78

3    1 Desert climate.

By the end of the lesson, the leaner should be able to:

Describe the modified tropical climate.
Identify regions that experience Modified tropical climate

Detailed discussion & assignment.

Map of Kenya: climatic regions rainfall-temperature graphs.

PAGE    79
2

## CLIMATE (2) WORLD CLIMATIC REGIONS.

Equatorial climate.

By the end of the lesson, the leaner should be able to:

State characteristics of equatorial climate.

Exposition of new concepts, explanations and  Q/A.
Assignment: rainfall-temperature graphs.

Maps: world climatic regions. PAGES
79-80

3 Equatorial monsoon.

By the end of the lesson, the leaner should be able to:

State characteristics of equatorial monsoon.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs

PAGES
79-80

4    1 Tropical monsoon.

By the end of the lesson, the leaner should be able to:

State characteristics of tropical monsoon.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

PAGES
80-81

2 Tropical marine & Tropical continental.

By the end of the lesson, the leaner should be able to:

State characteristics of tropical marine & tropical continental.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

PAGES
81-83

3 Tropical Desert climate.

By the end of the lesson, the leaner should be able to:

State characteristics of tropical desert climate.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

PAGE
83

5    1 Warm climates.

By the end of the lesson, the leaner should be able to:

Identify types of warm climates.
State characteristics of warm climates.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs

PAGES
84-85

2 Cool & cold climates.

By the end of the lesson, the leaner should be able to:

Identify types of cool climates.
State characteristics of  cool climates.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

PAGES
84-86

3 Mountain climates.

By the end of the lesson, the leaner should be able to:

State characteristics of mountain climates.

Exposition of new concepts, explanations and
Q/A.
Assignment: rainfall-temperature graphs.

PAGE    91
6   1-2 Microclimates

By the end of the lesson, the leaner should be able to:

Identify human activities largely responsible for development of local climates.
Brief discussion. Assignment.
3

VEGETATION 1 VEGETATION ZONES.
Categories of vegetation.

By the end of the lesson, the leaner should be able to:

Define the term vegetation.
Identify the three categories of vegetation.

Exposition & Q/A Photographs of various types of forests. PAGES 99-100
7     1 Influence of topographical factors on vegetation.

By the end of the lesson, the leaner should be able to:

Explain the Influence of topographical factors on vegetation.
Discussion &  Q/A   PAGES 100-101
2 Influence of climatic factors on vegetation.

By the end of the lesson, the leaner should be able to:

Explain the Influence of climatic factors on vegetation.
Probing questions & Discussion.    PAGES 101-102
3 Influence of edaphic factors on vegetation

By the end of the lesson, the leaner should be able to:

Define the term edaphic.

Exposition of new concepts.
Q/A on physical and properties of soil.
Brief discussion.

PAGES 102-103
8     1       TEST & MID TERM BREAK
2 Biotic factors.

By the end of the lesson, the leaner should be able to:

Explain the influence of biotic factors on vegetation modification and /or destruction.
Q/A: review microclimate.
Brief discussion.
PAGES 103-104
3 Vegetation in Kenya.

By the end of the lesson, the leaner should be able to:

Describe forest, vegetation & savanna vegetation in Kenya.
Q/A and discussion.   PAGES 104-105
9     1 Mountain vegetation.

By the end of the lesson, the leaner should be able to:

Outline types of mountain vegetation.
State characteristics of various types of mountain vegetation.
Identify locations of mountain vegetation.
State uses of mountain vegetation.

Q/A & elaborate discussion.   PAGES 105-122
2 Field work on vegetation.

By the end of the lesson, the leaner should be able to:

Carry out a fieldwork on vegetation.

Q/A: review the procedures followed in carrying out a field study.

Carry out the field study on vegetation.

PAGES 123-124
3 FORESTRY

Natural and planted forests.

By the end of the lesson, the leaner should be able to:

Differentiate between natural and planted forests.

Q/A: definition of a forest.

Discussion: natural and planted forests; indigenous and exotic forests.

Photographs: natural and derived forests. PAGES 126
10     1 Types of natural forests.

By the end of the lesson, the leaner should be able to:

Describe types of natural forests.
State characteristics of trees in particular types of forests.

Q/A & descriptive approach.

Photographs: vegetation in various types of forests.

PAGES 127-128
2 Importance of forests and forests’ products.

By the end of the lesson, the leaner should be able to:

Identify importance of forests and forests’ products.

Q/A & discussion: economic, environmental, cultural values of forests.

PAGES
129

3 Problems facing forestry in Kenya.

By the end of the lesson, the leaner should be able to:

Identify the problems facing forestry in Kenya.
Q/A & detailed discussion.

Newspaper cuttings & photographs illustrating some problems facing forestry in Kenya.

PAGES 130
11   1-2 Management and conservation of forests.

By the end of the lesson, the leaner should be able to:

Describe management and conservation practices carried out in Kenya.
State the importance of management and conservation of forests.

Discussion: measures taken to manage and conserve forests and their importance.   PAGES 130-131
3 Softwoods forests in Kenya and Canada.

By the end of the lesson, the leaner should be able to:

Compare and contrast development of softwood forests in Kenya and in Canada.
Identify factors favouring / militating against exploitation of softwoods in both countries.
Identify benefits of softwoods.

Map – location of Canada PAGES 132-135
12-13       SUMMATIVE ASSESSMENT TEST
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Thursday, 20 May 2021 11:20

## KLB Form 2 Physics Schemes of Work Term 3 2020/2021

 SCHEMES OF WORK      FORM 2 PHYSICS     TERM 3  2020/2021 WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCES REMARKS 1 1-4 REPORTING AND REVISION OF LAST TERM'S EXAMS 2 1-2 Evaluation Revision By the end of the lesson, the learner should be able to:Get the correct responses to the holiday assignments Discussions on correct answers to holiday assignment Marking scheme for holiday assignment Comprehensive secondary physics students book 2 pages 69-71 Comprehensive secondary physics teachers book 2 pages 34-35 Secondary physics KLB students book 2 page 183-185 Principles of physics (M.Nelkom) pages Golden tips physics page 89 3-4 Sounds Production of sounds By the end of the lesson, the learner should be able to:Demonstrate that sound is produced by vibrating objects Producing sound by vibrating strings, tins and bottles Strings      TinsBottles    Sticks Tuning forks Nails Shakers Comprehensive secondary physics students book 2 pages 73 Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 186-189 Principles of physics (M.Nelkom) pages Golden tips physics page 93 3 1-2 Sounds Propagation of sounds By the end of the the lesson, the learner should be able to:Show that light does not travel in vacuum Demonstrating that sound requires a materials random for perpetration Bell jarVacuum pumpElectric bell Comprehensive secondary physics students book 2 pages 74 Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 190-193 Principles of physics (M.Nelkom) pages Golden tips physics page 94 3-4 Sounds nature of sound waves By the end of the lesson, the learner should be able to:Describe the nature of sound waves Describing and observing the characteristics of sound waves using the echo methods to find the speed of soundDiscussions Open tubeClosed tubeStringsbottles Comprehensive secondary physics students book 2 pages 74-76 Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 194 Principles of physics (M.Nelkom) pages Golden tips physics page 93 4 1-2 Sound Speed of sound By the end of the lesson, the learner should be able to:Determine the speed of sound in air by echo methods Investigating the factors determining the speed of sound Stop clock/watchChart on procedure for formulating the speed of sound Comprehensive secondary physics students book 2 pages 77-78 Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 190-193 Principles of physics (M.Nelkom) pages Golden tips physics page 95 3-4 Sound Factors affecting the speed of sound By the end of the lesson, the learner should be able to:State factors that affect the speed of sound Discussing how different aspects of nature affects the speed of sound Sources of soundSolidWaterAir Comprehensive secondary physics students book 2 pages 78-79 Comprehensive secondary physics teachers book 2 pages 38-39 Secondary physics KLB students book 2 page 193 Principles of physics (M.Nelkom) pages Golden tips physics page 95 5 1-4 Sound Revision By the end of the lesson, the learner should be able to:Solve problems involving sound Questions and answers Carrying out projects. Exercise in the students book 2 Comprehensive secondary physics students book 2 pages 79-80 Comprehensive secondary physics teachers book 2 pages 39 Secondary physics KLB students book 2 page 198-203 Principles of physics (M.Nelkom) pages Golden tips physics page 96 6 1-2 Fluid Flow Structure and turbulent flow By the end of the lesson, the learner should be able to:Describe the streamline and turbulent flow DiscussionsObserving and definingStreamline and turbulent flow WaterPipes of varying diameterSheet of paper Comprehensive secondary physics students book 2 pages 81 Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 204-208 Principles of physics (M.Nelkom) pages Golden tips physics page 48 3-4 Fluid Flow Equation of continuity By the end of the lesson, the learner should be able to:Derive the equation of continuity Deriving the equation of continuityDiscussions pipes of varying diametercharts on equation of continuity Comprehensive secondary physics students book 2 pages 82 Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 210-215 Principles of physics (M.Nelkom) pages Golden tips physics page 49 7 1-2 Fluid Flow Bernoulli's effect By the end of the lesson, the learner should be able to: Describe experiments to illustrate Bernoulli’s effect Illustrating Bernoulli’s effect by experiments Paper funnel Plane paper Comprehensive secondary physics students book 2 pages 83-84 Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221 Principles of physics (M.Nelkom) pages Golden tips physics page 49 3-4 Fluid Flow Application of Bernoulli's effect By the end of the lesson, the learner should be able to: Describe where Bernoulli’s effect is applied such as in the Bunsen burner, spray gun, carburetor, aero foil and spinning ball Describing the application of Bernoulli’s principle Bunsen burner Comprehensive secondary physics students book 2 pages 84-87 Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 221-231 Principles of physics (M.Nelkom) pages Golden tips physics page 49-50 8 1-4 Fluid Flow Revision By the end of the lesson the learner should be able to:Solve problems involving the equilibrium of continuity Answering the questionsDiscussing answers to assignment Exercise in the students’ book 2assignment Comprehensive secondary physics students book 2 pages 88 Comprehensive secondary physics teachers book 2 pages 42 Secondary physics KLB students book 2 page 231-234 Principles of physics (M.Nelkom) pages Golden tips physics page 50 9-10 1-4 TOPICAL REVISION 11 END YEAR EXAMINATIONS 12 REPORT MAKING AND CLOSURE
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